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ERIC Number: ED174131
Record Type: Non-Journal
Publication Date: 1979-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
A Comparison of Personalized Instruction and Lecture/Discussion Courses in Electrical Engineering with Self-Selection of Treatment.
Friedman, Charles P.; And Others
The effects of student instructional preference on performance in an engineering course offered both by Personalized Instruction (PSI) and lecture/discussion methods were explored in a study of 113 university sophomores and juniors. In lieu of random assignment to instruction mode, this study employed self-selection, the most common situation in higher education. The predictive validity of the Friedman-Stritter Instructional Preference Questionnaire (IPQ) was also examined. The following questions were addressed: (1) Can modality choice be predicted? (2) Are there differences in final examination performance by self-selected treatment group? (3) Do students whose choice of instructional modality matches their instructional preference demonstrate superior final examination performance? and (4) Are students better matched to self-selected modality more likely to complete the course? The lecture students showed superior performance over the PSI students on a common final exam. It is suggested that previously recorded beneficial effects of PSI may diminish under conditions of free student choice. The attitudinal measure of instructional preference was an effective predictor of modality choice. The IPQ appears to be a useful tool for educational planners and administrators in formulating projections of modality choice patterns. No evidence was found to suggest that students placed by instructional preference pacing score will systematically outperform students placed by self-selection. Results regarding course completion rates were inconclusive. (SF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A